Patriciaswonderfulblog: hyperlink references final blog

Clark, B., & Grey, A. (2010). Ata Kitea Te Pae - Scanning the Horizon. (B. &. Clark, Ed.) North Shore, Auckland: Pearson.

Fleer, M., & Jane, B. (2011). Design and technology for children. Frenchs Forest NSW: Pearson Australia.

Howard, J., Miles, G., Rees-Davies, L. (2012). Computer use within a play based early years curriculum. International Journal of Early Years Education, 20:2, 175-189.

Isenberg, J.P., & Jalongo, M.R. (2010). Creative thinking and arts- based learning. New Jersey USA: Pearson Education Inc.

MacNaughton, G., & Williams, G. (2009). Techniques for teaching young children: Choices in theoryand practice (3rd ed). Frenchs Forrest, NSW, Australia: Pearson Prentice Hall.

McManis, L., & Gunnewig, S. (2012, May). Finding the education in educarional technology with early learners. Young Children, 14-24.

Ministry of Education. (1996). Te Whariki: He whariki mataurangi mo nga mokopuna o Aotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media.

Ministry of Education. (2007). kei tua o te pae. assessment for learning:early childhood exemplars (Vol. 16). (B. Wall, Ed.) Wellington. NZ: Learning Media Ltd.

Ministry of Education. (2007). The New Zealand Curriculum. Wellington: Learning Media.

Ministry of Education. (2009). Kei tua o te pae. Assessment for Learning:early childhood exemplars (Vol. 17). (M. Cahill, Ed.) Wellington. NZ: Learning Media Ltd.

Moreland, J., & Cowie, B. (2007). Young children taking pictures of technology and science. Retrieved 30 3, 2013, from http://www.tenz.org.nz/2007/Tech_Paper18.pdf

Santrock, J. (2009). Life-span development. New York. N.Y.: McGraw-Hill.

Smorti, S. (1999). Technology in early childhood. Early Education (19), Autumn 5 - 10.

Somerset, G. (2007). Work and Play. Christchurch, New Zealand: Wyatt & Wilson Print Ltd.

Tsastis, L., Bewick, C., & Thouvenelle, S. (November 2003). Examining some common myths about computers in the early years. Young Children on the web, 1-9.

Final reflection blog

When I saw the name of this course, People, places, things and events, I thought “sounds good, must be about society and the child”, but when I discovered that it was about ICT my heart really did sink. I do not get excited about what I perceive as ‘modern technology’, electronic things with too many keys, buttons or functions. Give me a pattern and material or a book to read and I am in heaven. I do have a sewing machine but I even prefer to hand sew. I did get excited, however when I was given a Kindle, by my son, and I loved it, but now I have read all the books I first put on it I can’t remember how to put on more, so I’m back to printed books. So as you can see I am quite a challenge for anyone enthused by technology. Perhaps it has something to do with how things are developed and then before I have fully grasped how to use it is updated or a different, superior model comes out which does so much more, is smaller etc.

Despite my initial reservation of this assignment, I found I enjoyed it very much. After researching for this assessment I have discovered that technology is much more common, sometimes simpler and has greater range and usage than I thought possible. Perhaps some of my feelings are impacted by the fact that technology such as scissors have been around so long they ‘just are’, while computers, for me are a fairly new concept which I am still not comfortable with entirely. I do believe that throughout this course I have learnt some more about the capabilities of the computer for learning and communication, and that sometimes you learn best through trial and error.

Young children do not have this viewpoint, computers have, to them, always been part of their life, and they take technology for granted, much as I do with scissors. They are excited to see new developments in this field, and unlike me they have no fear of trying things out. Because of this ever changing world of technology, children have to have the opportunities to gain the experience in use, which leads to confidence and competence; otherwise they may be ‘left behind’ and will struggle to catch up. Many children now have computers in the home, but that does not mean they are using them for anything more than games machines, so having them in the centres is vital to their learning in all domains, Computers can, if used meaningfully, can open up the world for the child, in terms of knowledge, understanding of other cultures and the wider world and in forming of relationships through communication (Ministry of Education, 2009). Through all the blogs the same opinion, which is backed up by much research, was apparent, that not only is children’s learning, including both social and cognitive enhanced through using technology but that it is an essential part of everyday life. We must be careful to ensure that technology is used to enhance other forms of learning and not in isolation

In response to the questions asked by other group members;

At lunchtime the children have a basket placed on each table containing scissors and teaspoons, and they are encouraged or helped to cut open their food packets if needed.

I have never seen the children make anything which resembles real characters or cartoons, but I have seen many cars, rockets, roadways, towers, other ‘vehicles’ and aliens. I think the idea of using other materials with the k’nex is a great idea. Other construction materials are next to the k’nex nut I have only seen cars and lego figures used, nothing that would add to the construction itself.

I have considered sitting with the children and having them show me how to use the iPads, but I find I am usually too busy and do not have the time, This is probably partly avoidance on my part. Perhaps I should ask the other teachers if I could take some ‘time out’ so I could commit myself to spending time with the children on the iPads.

Patriciaswonderfulblog

Saturday, 6 April 2013

hyperlink references final blog

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